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Through my interactions with preservice and in-service teachers in California, Michigan, and New York, I have heard a variety of perspectives on instruction in problem-centered mathematics instruction. I have watched educators struggle to find a role for problem solving in their classes. What constitutes teaching through problem solving? Exploring answers to this question can raise awareness of one's own perspectives and lead to deeper knowledge of problem-centered mathematics teaching.
Sarah Theule Lubienski (Wed,) studied this question.